Year 2 Research Skills Homepage (HL20107)

Welcome to the resources site for the year 2 Research Skills module. This primary purpose of this site is to provide you with easy access to the relevant data to be used in your computer laboratory classes and coursework projects. Furthermore, you will also find links relating to the information provided during lectures and to the general structure of this module (including assessment criteria). Please be advised, however, that the information posted on these web-pages is still subject to the usual legal and academic rules concerning copyright and plagiarism.

It is not intended that you should be limited by space to convey your ideas, so while there is an absolute limit of 2000 words including all headers, tables, appendices, etc, it is anticipated that a well-written (i.e. concise) report that addresses all the key issues should not require main body text (i.e. excluding headers, tables, appendices, etc) in excess of 1000 words. Therefore, while you will not be penalised for exceeding the nominal 1000 word guideline if necessary, comprehensive coverage of the key issues within approximately 1000 words will carry credit for concise writing and/or good focus.

Your coursework should be handed in at the degree office during the available office hours of 09.00-10.00, 12.00-13.00 or 16.00-17.00 (see unit outline for submission date). This submission should include a cover sheet providing your name, the unit name/code and an indication as to which research scenarios you have attempted. You are reminded at this point of the University regulations on collusion and plagiarism in assessments. The following statement should therefore also be included on your cover sheet, having been signed and dated by you:

Late submission of coursework:

If any piece of work is submitted after the submission date it will be assessed at a maximum of 40% unless an extension was granted beforehand by the Director of Studies due to mitigating circumstances.

Assessment Criteria: General

Assessment for each scenario will be weighted according to the following criteria:

Evaluation & Analysis 30 %

Reading & Research 20 %

Communication & Presentation 20 %

Knowledge & Understanding 30 %

100 %

Threshold definitions:

First Class:>70 %

Evaluation: the focus of the question/problem/task is understood; key issues are understood and significant related issues are identified; theory and concepts are deployed in a manner which is critically self-aware; ability to deploy competing/alternative analyses/ perspectives/solutions is apparent.

Reading: A wide variety of sources have been cited with evidence of critical appraisal of each and a clear interpretation of the global area of study.

Communication: the structure is clear; the form of communication/medium selected is appropriate; technical and/or conceptual language or skill sets are used with confidence.

Knowledge: subject/discipline-specific knowledge is used to illuminate the task and to make links with related issues/tasks i.e. a capability of extending particular analysis to other issues/tasks; where appropriate discipline/paradigm boundaries are recognised and critical awareness demonstrated.

Upper Second Class:>60 %

Evaluation: focus of the question/problem/task is understood and one or two related issues identified; analytical techniques/methods are theoretically informed; some awareness of competing alternative analyses/perspectives/solutions is apparent.

Reading: A wide variety of sources have been cited and then effectively organised to lead into the relevant area of study.

Communication: structure is clear; the form of communication/medium selected is appropriate to the task; overall the argument is concise and coherently developed; an appropriate technical and/or conceptual language is used with reasonable confidence.

Knowledge: subject/discipline specific knowledge is used to illuminate the task.

Lower Second Class:>55 %

Evaluation: the focus of the question/problem/task is understood; key issues identified; one of two related issues identified; analytical techniques/concepts/theories are applied appropriately.

Reading: There is some evidence of information retrieval and an attempt to interpret the available evidence.

Communication: the structure is appropriate, elements of development/progress are evident; appropriate language and concepts are used.

Knowledge: subject/discipline specific knowledge is used to illuminate the task.

Lower Second Class:>50 %

Evaluation: the focus of the question/problem/task is understood; key issues identified.

Reading: The key relevant literature is cited and applied to the research question.

Communication: the structure is broadly appropriate; elements of development/ progression and basic concepts are correctly used.

Knowledge: there is evidence that subject specific knowledge related to the core issues or task has been selected.

Third Class: >40 %

Evaluation: the focus of the question/problem/task is understood and one or two issues identified.

Reading: A broad introduction to the research area is provided.

Communication: one or two elements of an appropriate structure are present.

Knowledge: there is evidence of subject/discipline specific knowledge.